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Revisiting the journal club.

Marie-Therese Cave¹, D Jean Clandinin

¹Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Canada.

Medical Teacher

|September 6, 2007

Summary

Reading physician-authored books in conversation groups enhances medical education by integrating clinical expertise and patient perspectives, complementing traditional journal clubs.

Area of Science:

Medical Education
Evidence-Based Medicine

Background:

Contemporary journal clubs focus on appraising current literature for clinical evidence.
Traditional journal clubs primarily address the first tenet of evidence-based medicine: gathering research data.
Limited information exists on integrating clinician expertise and patient perspectives in medical education.

Purpose of the Study:

To explore the educational value of physician-authored books for physician-learners.
To assess the utility of conversation groups centered around physician-authored literature.

Main Methods:

A year-long study involving medical students, residents, and novice physicians.
Participants read physician-authored books relevant to their practice areas.
Regular conversation groups were held to discuss the readings.

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Main Results:

The study facilitated learning on integrating clinical expertise into practice.
The process supported the incorporation of patient perspectives in decision-making.
The study fostered collegiality and professional identity among physicians.

Conclusions:

Reading physician-authored books offers complementary value to traditional medical literature.
This approach enhances the neglected tenets of evidence-based medicine.
Physician-authored books in conversation groups represent a valuable educational resource.